upon. – The Ratio Studiorum of 1599 expresses quite clearly the principle enunciated by schoolmen of the nineteenth century. The 28th rule says: "The historical books [and epic poetry is of a historical character] should be read more rapidly (celerius excurrendus)." Thirdly, in every case it depends on the pupils' knowledge, capacity, practice and age. But above all these two principles should not be forgotten: in medio est virtus, and non multa, sed multum.
How much, then, is to be read in one prelection?[1] In many modern institutions, in fact in most of them, the students are to read and translate whole pages of the classics for a single lesson. The Ratio calls for a thorough study of a few lines. In the 6th rule for the lowest class, the old Ratio says four lines should be explained in one lesson, for the next class seven lines – of course the teacher should not stop in the middle of the phrase. In the Revised Ratio no number of lines is mentioned. If we keep in mind that in these classes the pupils are gradually to be initiated into the reading of authors there is nothing surprising about this small number of lines. They are to be explained to perfection, learned by heart for the following day and to be employed for an imitation theme. For the higher grades the old Ratio did not state the exact number of lines, neither does the Revised Ratio. Still, on reading the rules for the prelection it becomes evident that fifty or sixty lines cannot be studied so thoroughly in one hour. But are ten lines all that must be read in class? Is this to be understood as the full demand of the Ratio? "At the rate of ten lines a
- ↑ On this question we take some suggestions from an article in the Woodstock Letters, 1898, p. 185 sq.
